MOSAIC - The training kit for Euro-Mediterranean youth work

More documents

Recommendations

Info

3 381 Would it be possible to be objective about the type of event you have studied? What would this involve? Did you have disagreements in your group either concerning the analysis of the report or concerning the way you produced your own report? How did you resolve any differences of opinion? Does the activity evoke any example from real news in the Euro-Mediterranean context? What effect are they likely to have on young people’s mutual perceptions? If you had to name one thing you have learnt from this activity, what would it be? Tips for the facilitator When selecting articles to be discussed, you can make use of both international and local news sources, if these are available in a language understandable to enough participants. It may be worth creating one local group if that language is not widely known, because this is likely to offer an interesting new perspective. The event to be analysed can be anything significant enough to be reported by several news outlets: for example, a meeting of the G8, a decision of the European Court of Human Rights or the European Parliament, a military or terrorist attack, a statement by the UN Secretary General or the US President or the Arab League, and so on. Try to choose something that is likely to have a different significance or interpretation in the major news outlets. If the event is a decision or statement by some international body, use the account from their official website for one of the groups to work on. Depending on the experience and interest of the group, you may want to spend some time at the beginning looking at an article together, so that they are clear about the different ways that an editorial position can be presented, either more or less openly. The more controversial the news item, the easier it should be to spot the editorial position! You may want to give some examples of the three categories that you explained earlier: examples of facts: “there were 15 casualties”, “The President said …”, “the UN has passed a Resolution” examples of opinions presented in the report as opinions: “it looks as though …”, “he was obviously sincere”, “it must have been a mistake” examples of words, images or phrases used to give the report a particular slant or interpretation, but which hide as facts: “insurgents”/ “freedom fighters”; “incursion”/ “invasion”; “Muslim extremists”/ “religious leaders”; “Islamists”/ “Fundamentalists” Make it clear to groups that it is not their task to state their own position on the news item. They should concentrate on identifying the editorial position and the bare facts that can be deduced from the article. Groups should also try not to introduce any of their own “facts” (that is, gained from prior knowledge) when presenting their reports, unless this has helped them to identify a subjective position in the article they are analysing. If reproducing pictures or images, be aware of possible copyright issues! Variations You can also compare audio-visual media reports from different outlets. Groups can present their reports in audio-visual form. Rebels and freedom fighters
382 Ideas for action Encourage the group to write to the media outlets that, they felt, showed the greatest bias in reporting, outlining their analysis and explaining their perception of bias. Most major news outlets have complaints procedures and contact details for the public to give feedback on their work. Encourage the group to use them! Suggestions for follow-up If you want to pursue the “terrorism” theme, you could look at one of the new activities in Compass online; for example, “What is terrorism?” explores further the idea that acts may be as horrific as each other in their consequences, but may be given a different evaluation according to which groups have carried them out. The media theme can be further developed with the activity “Front page”, or using some of the picture games in Compass. Further information Possible news items could include: – the events of September 11 – the run-up to the war in Iraq (you could take news stories from a particular day) – the execution of Saddam Hussein – the war in Lebanon in July 2006 For media sources, use: – one local media source – the Aljazeerah website at http://english.aljazeera.net – the BBC website at http://news.bbc.com or Euro-News at www.euronews.net – Le Monde Diplomatique at http://mondediplo.com/ – the CNN website at www.cnn.com/ All these channels are available in various different languages. Use any accompanying photographs to the articles. Handouts Reporting on reporting Reporting on reporting How far do we accept without question what we see or read in the news? How much of what we read is really fact, and how much is the opinion of the journalists or editors of news outlets? Read the article with the accompanying picture (if there is one). Look out for: facts that can be deduced from the report (anything it is hard to dispute!) opinions presented in the report as opinions (i.e. words or phrases that make it clear that the author is only expressing his/her opinion) words, images or phrases which have been used to give the report a particular slant or interpretation and which “hide” as facts (like “terrorist”/ “freedom fighter”) Then put together a report on this report, in which you should include: essential information about what has happened: what is the report meant to be about? the editorial position: what attitude (if any) does the news outlet adopt towards this event? MOSAIC - The training kit for Euro-Mediterranean youth work
Page 1 and 2:
11 Mosaic The training kit for Euro
Page 3 and 4:
2 This document does not necessaril
Page 6 and 7:
5 Contents List of figures and tabl
Page 8 and 9:
7 List of figures and tables Figure
Page 10 and 11:
9 List of abbreviations AHDR Arab H
Page 12:
11 Acknowledgements The production
Page 15 and 16:
14 work, a history textbook or a po
Page 18 and 19:
1 17 T he Mediterranean is both hom
Page 20 and 21:
1 19 and comments on the texts on l
Page 22 and 23:
1 21 Environment The Mediterranean
Page 24 and 25:
1 23 Table 0.1: What is in an activ
Page 26 and 27:
1 25 D Intercultural learning Chapt
Page 28 and 29:
1 27 Always adapt in the light of t
Page 30:
2 29 Themes
Page 33 and 34:
32 this chapter also looks at the i
Page 35 and 36:
34 the United Kingdom and Ireland;
Page 37 and 38:
36 Figure 1.2: The member states of
Page 39 and 40:
38 Being a crossroads and a bridge
Page 41 and 42:
40 the use of force to settle dispu
Page 43 and 44:
42 D 1.6.1 The Euro-Mediterranean P
Page 45 and 46:
44 Figure 1.4: The countries of the
Page 47 and 48:
46 1.7 Euro-Mediterranean youth wor
Page 49 and 50:
48 Euro-Mediterranean youth work ca
Page 51 and 52:
50 D 1.7.2 Euro-Med Youth Units and
Page 53 and 54:
52 In addition to the efforts of va
Page 55 and 56:
54 the youth field to co-operate wi
Page 57 and 58:
56 of its geography. The institutio
Page 59 and 60:
58 38. See www.isesco.org.ma/Englis
Page 61 and 62:
60 91. For the 2003 Compendium on E
Page 63 and 64:
62 and corn, as well as the tobacco
Page 65 and 66:
64 Meeting and confronting the stra
Page 67 and 68:
66 Russia and Morocco. Can one igno
Page 69 and 70:
68 Arab nationalism and creation of
Page 71 and 72:
70 In terms of the substance of a n
Page 73 and 74:
72 Some projects supported by the E
Page 75 and 76:
74 3. Any timeline, like any histor
Page 77 and 78:
76 Our perceptions, habits and dail
Page 79 and 80:
78 3.3 Elements of culture Time, pl
Page 81 and 82:
80 3.4 Cultural diversity 18 Cultur
Page 83 and 84:
82 Homogenisation. The movement of
Page 85 and 86:
84 many Mediterranean states are of
Page 87 and 88:
86 If Orientalism can be defined as
Page 89 and 90:
88 to today with the mobility of pe
Page 91 and 92:
90 Intercultural dialogue may serve
Page 93 and 94:
92 able to accept others, role dist
Page 95 and 96:
94 13. Dadsi, D. (1995) Specificiti
Page 97 and 98:
96 68. Iben, G. (1974) Sozialerzieh
Page 99 and 100:
98 4.2 Young people’s realities -
Page 101 and 102:
100 For Europe this means that rele
Page 103 and 104:
102 In terms of its implementation,
Page 105 and 106:
104 4.4 What is youth participation
Page 107 and 108:
106 Table 4.2: Resolutions and agre
Page 109 and 110:
108 Education, information, health
Page 111 and 112:
110 Some examples of participatory
Page 113 and 114:
112 The Ladder of Participation 59
Page 115 and 116:
114 Competences We might utilise a
Page 117 and 118:
116 Some basic methods and guidelin
Page 119 and 120:
118 12. The Mediterranean countries
Page 121 and 122:
120 58. This is also one aspect of
Page 123 and 124:
122 These are some of the questions
Page 125 and 126:
124 As the institutions ultimately
Page 127 and 128:
126 is that some rights (negative r
Page 129 and 130:
128 D 5.5.1 The European Enlightenm
Page 131 and 132:
130 The Second Optional Protocol 8
Page 133 and 134:
132 Other important human rights do
Page 135 and 136:
134 Some real examples of violation
Page 137 and 138:
136 Finally, if all of this was not
Page 139 and 140:
138 or the way existing mechanisms
Page 141 and 142:
140 Education through human rights
Page 143 and 144:
142 18. See www.echr.coe.int/echr.
Page 145 and 146:
144 everywhere and nowhere. Althoug
Page 147 and 148:
146 Attitudes in a given society/co
Page 149 and 150:
148 So, although women are oppresse
Page 151 and 152:
150 Gender mainstreaming The United
Page 153 and 154:
152 Marxist feminism also argues th
Page 155 and 156:
154 In addition to these global eff
Page 157 and 158:
156 to benefit from them. When this
Page 159 and 160:
158 and political, social, economic
Page 161 and 162:
160 D 6.5.4 Women and the labour ma
Page 163 and 164:
162 b) physical, sexual and psychol
Page 165 and 166:
164 to become emancipated, another
Page 167 and 168:
166 What can be done to overcome th
Page 169 and 170:
168 Focusing on specific gender iss
Page 171 and 172:
170 3. Organization for Security an
Page 173 and 174:
172 65. Walby, S. (1991); Council o
Page 175 and 176:
174 127. Council of Europe (2008),
Page 177 and 178:
176 188. UN-INSTRAW, Glossary of ge
Page 179 and 180:
178 of minorities, it is hard to pi
Page 181 and 182:
180 In the Arab Human Development R
Page 183 and 184:
182 minority young people might go
Page 185 and 186:
184 7.5 Issues related to minoritie
Page 187 and 188:
186 Problems within and between nor
Page 189 and 190:
188 people who are tolerant but do
Page 191 and 192:
190 Convention, people who claim th
Page 193 and 194:
192 7.10 Challenges for Euro-Medite
Page 195 and 196:
194 adopt non-formal education in
Page 197 and 198:
196 20. See www.escwa.org.lb/ayd/ (
Page 200 and 201:
2 199 8 Religion and tolerance Figu
Page 202 and 203:
2 201 Tolerance The United Nations
Page 204 and 205:
2 203 organised beliefs and practic
Page 206 and 207:
2 205 It seems that the political a
Page 208 and 209:
2 207 to see that fundamentalism is
Page 210 and 211:
2 209 initiatives of non-government
Page 212 and 213:
2 211 the official religion of the
Page 214 and 215:
2 213 share the same essential doct
Page 216 and 217:
2 215 to the Maghreb, the Iberian P
Page 218 and 219:
2 217 70 days after the end of the
Page 220 and 221:
2 219 Zionism 111 refers to the Jew
Page 222 and 223:
2 221 Yazidis are thought to be des
Page 224 and 225:
2 223 In the 21st century, in many
Page 226 and 227:
2 225 laws that regulate various as
Page 228 and 229:
2 227 8. Religion (2007) Encyclopæ
Page 230 and 231:
2 229 65 . Baptism (2007) Encyclop
Page 232 and 233:
2 231 124. Reconstructionism (2007)
Page 234 and 235:
2 233 9 Peace and conflict Figure 9
Page 236 and 237:
2 235 Conflict can be defined as
Page 238 and 239:
2 237 Avoidance can be related to f
Page 240 and 241:
2 239 “I-message” is an effecti
Page 242 and 243:
2 241 Sulha is a traditional Arab m
Page 244 and 245:
2 243 Biased attributions: when pe
Page 246 and 247:
2 245 A second set of concepts whos
Page 248 and 249:
2 247 Humanising the enemy: Feeling
Page 250 and 251:
2 249 is another ‘need’ that mi
Page 252 and 253:
2 251 Peace can be built by actions
Page 254 and 255:
2 253 not only to results but also
Page 256:
2 255 19. Silverstein, B. and Flame
Page 259 and 260:
258 The environment and people have
Page 261 and 262:
260 10.3 The first Eden: 10 the Eur
Page 263 and 264:
262 landscape, mostly by the destru
Page 265 and 266:
264 Another example from the Medite
Page 267 and 268:
266 Unfortunately, tensions over sh
Page 269 and 270:
268 campaigns and training events.
Page 271 and 272:
270 The overall aim of the renewed
Page 273 and 274:
272 Preservation and restoration of
Page 275 and 276:
274 Notes 1. “Environment” in C
Page 277 and 278:
T-Kit No.11 - MOSAIC - The training
Page 280:
3 279 Activities index Title Level
Page 283 and 284:
282 Instructions Explain that the
Page 285 and 286:
284 Further information A brief acc
Page 287 and 288:
286 Instructions Ask the group to
Page 289 and 290:
288 Ideas for action Compare the si
Page 291 and 292:
290 Instructions Explain that the
Page 293 and 294:
292 Religion and spirituality can
Page 296 and 297:
3 295 Camels go far without water C
Page 298 and 299:
3 297 What did you learn about you
Page 300:
3 299 A camel which has carried i
Page 303 and 304:
302 Instructions Tell people to get
Page 305 and 306:
304 Further information See http://
Page 307 and 308:
306 Explain that the information s
Page 309 and 310:
308 Further information The Enemy i
Page 311 and 312:
310 Materials One set of questions
Page 313 and 314:
312 Handouts Rules of the Game Ques
Page 315 and 316:
314 Answers to Question 1: The Bar
Page 317 and 318:
316 Instructions Explain that the a
Page 319 and 320:
318 to the rest of the group once t
Page 321 and 322:
320 Handouts Possible topics for de
Page 323 and 324:
322 Instructions Divide participan
Page 325 and 326:
324 Handouts The list of features.
Page 327 and 328:
326 Instructions The activity is sp
Page 329 and 330:
328 Variations You could use the me
Page 331 and 332: 330 Instructions Introduce the aims
Page 333 and 334: 332 Handouts Handouts in envelopes
Page 335 and 336: 334 Tell them that they now need t
Page 337 and 338: 336 Suggestions for follow up If yo
Page 339 and 340: 338 Instructions Explain that the p
Page 342 and 343: 3 341 Mapping the globe If you don
Page 344 and 345: 3 343 How can you help to protect
Page 346: 3 345 Handouts Role-cards and the s
Page 349 and 350: 348 Give them 15-20 minutes for th
Page 352 and 353: 3 351 Natural beauty How did they m
Page 354 and 355: 3 353 find, the more interesting an
Page 356 and 357: 3 355 Orange Blue The earth is blue
Page 358 and 359: 3 357 Tips for the facilitator The
Page 360: 3 359 More maps! Orange Blue
Page 363 and 364: 362 Instructions Divide people into
Page 365 and 366: 364 Handouts Guidance notes for the
Page 367 and 368: 366 Instructions Part 1: Invite peo
Page 369 and 370: 368 Further information Have a look
Page 372 and 373: 3 371 Pass it on Be not disturbed a
Page 374 and 375: 3 373 What information was left ou
Page 376 and 377: 3 375 Pieces of cake Everyone has t
Page 378 and 379: 3 377 the average, and would receiv
Page 380 and 381: 3 379 Rebels and freedom fighters W
Page 384 and 385: 3 383 Reshaping racism There is no
Page 386: 3 385 Tips for the facilitator Depe
Page 389 and 390: 388 Instructions Ask participants w
Page 391 and 392: 390 The WTO recommends a number of
Page 393 and 394: 392 The activity will be more usef
Page 395 and 396: 394 Suggestions for follow-up Look
Page 397 and 398: 396 When they have arranged themse
Page 400 and 401: 3 399 Timeline of history Inter-rel
Page 402: 3 401 Variations The “personal hi
Page 405 and 406: 404 Instructions Divide participant
Page 407 and 408: 406 Handouts Decision cards 1-14 C
Page 409 and 410: 408 Instructions Begin by asking pa
Page 411 and 412: 410 Handouts Diamond-ranking diagra
Page 413 and 414: 412 Instructions Ask participants t
Page 416 and 417: 4 415 About the editors and contrib
Page 418 and 419: 4 417 Ellie Keen editor and co-auth
Page 420 and 421: 419 Extended table of contents List
Page 422 and 423: 421 5.3 Human rights values _______
Page 424 and 425: 423 4 Camels go far without water -
Page 426: 11 Mosaic The training kit for Euro
show all

MOSAIC - The training kit for Euro-Mediterranean youth work

Create successful ePaper yourself

Delete template?

Save as template?